Critiques and evolutions of transformative learning theory

ABSTRACT

This article traces three key critiques (insufficient consideration of emotions, insufficient attention to social interaction, and insufficient theoretical foundations) of Mezirow’s theory of transformative learning in the field of adult education, with emphasis on discussions that have played out in the pages of the International Journal of Lifelong Education. This article then shows how these critiques played a larger role in the evolution of the literature of the theory, and then it points to fruitful future directions of theory development.

KEYWORDS:

• Transformative learning
• Mezirow
• theory

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No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Chad Hoggan

Chad Hoggan is an associate professor of Adult and Lifelong Education at North Carolina State University, co-editor of the Journal of Transformative Education, and co-director of the Institute for Civic Studies and Learning for Democracy. His research addresses learning and change during major life and societal transitions.

Tetyana Hoggan-Kloubert

Tetyana Hoggan-Kloubert (PhD, University of Augsburg) is an Akademische Rätin (equivalent to Associate Professor) at the University of Augsburg in Germany in the Chair of Adult Education and co-director of the Institute for Civic Studies and Learning for Democracy. After having studied in Ukraine and Germany, she researches migration and civic education (and indoctrination) in Eastern Europe, Western Europe, and the United States.